PETER HOBART ELEMENTARY SCHOOL

PETER HOBART SIP and REFLECTION 2016-2017

August 10, 2016

District and School Improvement Plans

Purpose: Support student learning through structures and systems that align with the St. Louis Park Strategic Plan ~ Mission and Strategies
Mission: As a caring, diverse community with a tradition of putting its children first, we will ensure all students attain their highest level of achievement; prepare
all students to contribute to society; offer high quality opportunities for lifelong learning;provide multiple pathways to excellence; challenge all learners to meet
high standards; and provide a safe and nurturing environment that energizes and enhances the spirit.
Strategic Plan Strategy #1: Grounded in our belief that all students can achieve our mission, we will continually evaluate and systematically implement student
outcomes by aligning instruction, curriculum, and assessment in a culturally relevant manner.
Strategic Plan Strategy #2: We will align our structures and systems to our core values and develop and support all employees in order to achieve our mission
and mission outcomes
SIPs Align with Worlds Best Workforce Goals
Kindergarten Readiness
3rd Grade Reading Proficiency
Close Achievement Gaps
College and Career Ready
HS Graduation

September 26, 2016 Page 1

For the following questions, frame your response from a racial perspective, using the CCAR protocol.
2015-2016 REFLECTION Overall in your 2015-2016 SIP, what went well?

WBWF Goal Progress:

What site strategies supported alignment of curriculum, instruction, and assessment in a culturally relevant manner?

1) Kindergarten Readiness (FAST measure)

2) 3rd Grade Reading Proficiency (MCA measure)
3) Close Achievement Gaps ~ largest racial achievement gap last year? Progress? Progress for all groups? (MCA measure)
4) College and Career Ready (MCA measure)
5) HS Graduation (Graduation Rate)

What were the strengths this year?

The learning of the Courageous Conversation
Working with collaborative learning community
Teaching with a culturally relevant pedagogy
Using the Courageous Conversation to understanding student needs
Discussing the race of staff- racialized our discussion
Working our racial autobiography
What were challenges this year?
How we group during staff meetings- wanting to self select
How do we make PLCs are teacher driven
Finding the balance; felt talked at- teacher driven and student driven
Feeling pulled or distracted at PLC- Could the time be slightly adjusted?

What support do you need as we go forward for the 2016-2017 school year?

September 26, 2016 Page 2

 The Design of School Improvement Plan (SIP) reflects racial equity vital signs
Worlds Best Workforce Goal Attainment is supported by Racial Equity Vital Signs
How might your 2016-2017 SIP plan reflect the racial equity vital signs?

Racial Equity Vital Signs - Equity Leadership Team

Leaders internalize and model the CCAR protocol
Leaders develop the capacity to analyze data from a critical perspective utilizing critical race their tenets as tools of analysis
Leaders uncover their own operating beliefs/assumptions/mental models and empower their staff to do the same
Leaders embody adaptive leadership principles for racial equity leadership
Leaders identify specific calendar dates for on-going, site-based equity professional learning

Reflecting Forward to 2016-2017

Frame your answers in a racial perspective, using the protocol. Consider both qualitative and quantitative evidence.
What strategies/goals for equity leadership are you working on and why? How is this connected to your beliefs?
Who will you collaborate with to make these happen? What questions do you have? What do you not know?
Have you created space to provide ongoing professional development?
What supports do you need from the district, from your leadership team, or from external partners to achieve your goal?

PETER HOBART Equity Leadership Measures of success: Supports needed: Who will lead this work?
I will internalize the practices of CCAR protocol in my When will we do this work?
discussions.

Internalize the Courageous Conversations About Race Use of CCAR protocol in all school Increased capacity for all staff to utilize and
Protocol meetings and PLCs internalize CCAR.
Uncovering of operating Equity coaches model and other building leaders
1.25.17 beliefs/assumptions/ mental models using the CCAR at coaching conversations and
The staff uses CCCR Four Agreements as a protocol for staff meetings.
staff meetings and PLCs. 1.25.17
Primary focus is developing an understanding of and Compass reflection
use of the Compass.
Using reflective practices to internalizing Conditions 1,2,
and Mindful Inquiry.
How does/Where does race impact ______?

Monthly Equity Professional Development
Use of the CCAR protocol to have
racialized discussions.
Write racial autobiography to uncover
operating beliefs/assumptions/ mental
models
Our professional development committee will
lead the work. Monthly professional learning
will be dedicated to our equity leadership goals.

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 All staff will have participated in Beyond Diversity
within a year of their hire date.
Staff who have had experience with Beyond Diversity
are encouraged to continue with additional training.
Attendance to Beyond the Diversity or other Paraprofessionals were offered an opportunity
workshops that have an equity focus. for CCAR professional development during
workshop week in August.
November and January sessions of Beyond
Diversity are planned.

Equity Coaches will be working with all certified staff.
Certified staff will write professional Equity coaches and certified staff
development plans (PDP) with an equity
lens.
Observations and reflections will occur
between equity coaches and certified
staff.

Use of ORID model to examine data.
1.25.17
Modelled and used a variety of reflective practices and
tools. The ORID method is being introduced to reflect
on data.
ORID will be used to guide discussions to Professional Learning will be developed about ORID.
uncover operating beliefs/assumptions/mental
models.

Notes from 10.12.16 Staff Meeting:

- Include para educators and instructional assistance in racial equity training.
- Include parent voices.

REFLECTION
CHANGE: What changes have you noticed?
Bigger presence within the building - noticing more people of color and having conversations around diversity and culturally relevant teaching. Using the CCAR protocol
from memory during meetings, not just when table tents are there. Doing a good job of letting us know about classes that are offered and letting us know what we can
do to be better. Conscious effort for every member of our staff to participate in PD around racial equity/Beyond Diversity (paras, assistants, etc.) Isolation of race within
classrooms, intentional reflection on personal teaching and practices.
*Being intentional in collaborative planning time *Multiple Perspectives in Planning--racial, acknowledging missing perspectives (Gr. Level, Specialists), perspective of
being within & outside of SLP *Shelley & Carrie--roles & responsibilities have changed, Shelleys role from SLP shifting from instructional leader to management, Shelley
not as much of an active part in planning PD as in the past, Shelley & Carrie meet more informally

PERSPECTIVE: What are additional comments or suggestions?

Perhaps a coffee club time for teachers to come together to talk informally about culturally relevant teaching actions, successes, struggles, questions not a
structured meeting time, but optional chance to meet. More organic, unstructured sharing time within meetings, more PD opportunities

September 26, 2016 Page 4

 Racial Equity Vital Signs - Students at the Center
Quantitative indicators (achievement, persistence, participation)
Qualitative indicators (rigorous and relevant learning for all students, feeling of ownership in school for students of color, student engagement, students
developing a positive self concept)

Reflecting Forward to 2016-2017

Frame your answers in a racial perspective, using the protocol. Consider both qualitative and quantitative evidence.
What student achievement goals/strategies are you working on and why? How is this connected to your beliefs?
What evidence will serve as progress on WBWF goals?
Kindergarten Readiness, as measured by FAST
3rd Grade Reading Proficiency, as measured by MCA
Close Achievement Gaps, as measured by MCA
College and Career Ready, as measured by 8th grade MCA
Graduation rate, as measured by state graduation rates
Who will you collaborate with to make these happen? What questions do you have? What do you not know?
What evidence will show you are moving toward your goals?
Have you created space to provide ongoing professional development?
What supports do you need from the district, from your leadership team, or from external partners to achieve your goal?
PETER HOBART Students at the Center Measures of success: Supports needed: Who will lead this
Strategies: work? When will we do this work?

Peter Hobart Elementary Reading proficiency
goals for 2017, as measured by MCAs:
68% for all students
61% for Asian/Pacific Islander(5 students
per grade)
47% for Hispanic students(5 students per
grade)
47% for Black students (11 students per
grade)
85% for White students (43 students per
tested grade level)
1.25.17
Using District expectations for K, 1, 2 and 5, grade
level coaches have worked grade expectations.
ELL teachers meeting with grade level teachers
weekly.
Assessments scores will be analyzed in fall Develop an understanding of MAP
and winter to indicate who is on track to scores and the correlation to MCA
achieve proficiency on the MCAs and other proficiency.
success indicators. Use formative data gathered from
Early Reading Assessment and FAST scores reading conferences and progress
will indicate that the instruction is meeting monitoring to guide instruction.
the students needs. Implementation team consists of Park
WIDA ACCESS assessment measuring Fast Lane reading and math teachers,
English language proficiency of English ELL teachers, primary and
language learners. intermediate teachers
Collaborate with ELL teachers and
classroom teachers to provide resources
and knowledge to meet student needs.
Monthly I- team meetings to adjust the
students interventions
Students engagement in independent
reading and utilizing the strategies modeled
in Making Meaning.
Making Meaning is taught to fidelity

September 26, 2016 Page 5

 through team meetings and self-monitoring
Developing awareness of increasing books from using a rubric as a guide.
different racial perspectives.

Monthly I- team meetings to adjust the students

interventions.

Parkfast Lane teachers meeting with grade level

teachers after each testing session for
collaborative conversations about student
progress.

Peter Hobart Elementary Math proficiency goals
for 2017, as measured by MCAs:
73% for all students
88% for Asian/Pacific Islanders students
40% for Hispanic students
53% for Black students
89% for White students
Assessment scores will be analyzed in fall
and winter to indicate who is on track to
achieve proficiency on the MCAs and other
success indicators.
Monthly I- team meetings to adjust the
students interventions
Students engage in math talk showing that
they comprehend the concepts
Teachers will incorporate the 5 core
components of Math Expression in their
instructions with a racially equitable lens.
Teachers will incorporate math
manipulatives into instruction.
Math Expressions refresher in August
Revisiting the five core components of
Math Expressions in professional
learning and team meetings through a
constructivist and inquiry-based
framework.
We will discuss mathematics
instruction/look at our Math
Expressions curriculum with a racially
equitable lens.
Ongoing discussions during PLCs of
incorporating math manipulatives
into instruction.
Use of direct math vocabulary
instruction and visualizing word
problems.

Notes from 10.12.16 Staff Meeting:

- How do we know if we are using supports correctly?
- PD for striving readers that are not in ELL, Park Fast Lane
- Better understanding of WIDA scores and understanding methods
2.1.17
How could math and reading be integrated into speciality areas?

REFLECTION
CHANGE: What changes have you noticed?
PLC #1: A lot more disengagement from students of color in fifth grade- instead of it being looked at as what do we need to change as teachers it is
being viewed as the students fault**

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 PLC #2: Some teachers are willing to do what needs to be done to put students first and others are not. 3 teachers on a PLC have really looked at
what needs to be done. 1 does not feel the need for change.**
Some changes in instruction (large to small group); some changes in teachers sending students to solution room (conversation vs. sending out)

PERSPECTIVE: What are additional comments or suggestions?

**Wondering: Is there a lack of will or a belief?
How do we motivate people to keep moving forward?
How do we restructure teams to change status quo?

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 Racial Equity Vital Signs - Culturally Relevant Learning and Teaching
Leaders move culturally relevant learning and teaching practices beyond the classroom and make it an ongoing organization practice in an adaptive manner
Leaders apply CCAR protocol to examine the 4 Rs (rigor, relationships, relevance, and realness)
Leaders apply critical race theory tenets to inform understandings of teaching and learning power dynamics
Leaders apply systems thinking tools to create structures for teachers to engage in racially-conscious cycles of inquiry/action-research,and to share their
learning with the entire school staff

Reflecting Forward to 2016-2017

Frame your answers in a racial perspective, using the protocol. Consider both qualitative and quantitative evidence.
What culturally relevant learning and teaching goals/strategies are you working on and why? How is this connected to your beliefs?
Who will you collaborate with to make these happen? What questions do you have? What do you not know?
What evidence will show you are moving toward your goals?
Have you created space to provide ongoing professional development?
What supports do you need from the district, from your leadership team, or from external partners to achieve your goal?

PETER HOBART Culturally Relevant Measures of success Supports needed: Who will lead this
Learning and Teaching work? When will we do this work?
Student voice, perspective and interest into building Students will feel welcomed and connected in Strategies and lesson that allow for student
the classroom community. classroom and school. voice/perspective.
Student engagement survey.

Learn and use CCAR protocol with our students. Students, will be able to racialize their conversations Teaches will need support and resources to
2.1.17 using the compass, the agreements, and protocols teach the CCAR protocol in an age
Is this an area for future PD? 1-3. appropriate manner.
Teaching students how to use Mindful Communication with families will be
Inquiry and the Compass. needed to explain the why and how of this
How is the situation showing up for the work.
teacher? Perhaps from the past. How
could this be used to connect with
students?
Could we hear from students who are using
CCCR in their classroom?

Culturally and racially relevant learning and teaching Students perspective/voice will be Teachers will reflect on curriculum and
recognized and valued. instructional practices
1.25.17 Student engagement will increase. Staff will learn culturally relevant practices.
District provided two PD days on CRP. Student achievement will increase.

September 26, 2016 Page 8

 District committee formed to define CRP and
identifying strategies.

During grade level IB release time, teachers reflect

on the intersection of race and the practices of PYP.
Identifying the practices of PYP that are Culturally
Relevant Teaching.

Classroom Libraries will represent the diversity
within our classroom.
2.1.17
Staff received a training during workshop.
Classroom libraries will represent our diverse racial
community.
Incremental opportunities (over the next
three years) for teachers to build their
classroom libraries with multi-cultural texts
using the multi-cultural book selection
tool.
Funding opportunities for culturally
relevant books will be explored.
A rubric will be used to self- assess the
classroom library.

Instructional strategies IB educators, students will use inquiry and Increase the understanding of inquiry and
constructivist strategies. constructivist practices.
Develop learning engagements that allow
for inquiry and constructivist practices
across the disciplines.

Discipline data Decrease in student referrals of Black and Brown -

students to the Resource room.

Notes from 10.12.16 Staff Meeting:

- PD for solution room
- Purchasing of more classroom books
- Purchasing of skin colored crayons

REFLECTION
CHANGE: What changes have you noticed?
4 Rs have come up in conversation much more
Marcus Moore has been referenced a lot
Hearing and participating in more racially conscious conversations outside of staff meetings and PLCs

September 26, 2016 Page 9

 Some teachers choosing to go to PD about culturally relevant teaching
Changes in IB planners and perspectives shared
NOT a change: performance of EL students (upper elementary) on MCA/ MAP test
Inviting paras to PD, staff meetings, and having trainings about racial consciousness and culturally relevant teaching

PERSPECTIVE: What are additional comments or suggestions?

SIOP training would be beneficial to share staff wide at a site professional development (share out what was learned)
How are we getting teachers perspective about what is needed in PD?
How we teachers and paras have time to connect about classroom expectations and changes?

September 26, 2016 Page 10

 Racial equity vital signs - Family and Community Engagement and Empowerment
Leaders embody adaptive leadership principles for racial equity to equalize power dynamics between schools in relation to parents and community
organizations of color
Leaders will apply CCAR protocol to develop and sustain authentic relationships with parents and community members of color
Leaders apply critical race theory tenets to leverage the social capital of families and community organizations of color and partner effectively with those
stakeholder groups
Leaders organize systematic structures that empower, honor, and act on the voices of staff, students, parents, and community leaders

Reflecting Forward to 2016-2017

Frame your answers in a racial perspective, using the protocol. Consider both qualitative and quantitative evidence.
What family and community engagement and empowerment goals/strategies are you working on and why? How is this connected to your beliefs?
Who will you collaborate with to make these happen? What questions do you have? What do you not know?
What evidence will show you are moving toward your goals?
Have you created space to provide ongoing professional development?
What supports do you need from the district, from your leadership team, or from external partners to achieve your goal?

PETER HOBART Family and Community Measures of success Supports needed: Who will lead this
Engagement and Empowerment work? When will we do this work?
Goals: I will increase the comfort level of
relationships between myself and families by building
authentic connections with students and families of
color.

Bring it Home Parents participating in Bring It Home and Teacher leads, Multicultural Liaison, and ELL
continuation throughout the school year. teachers

Connect Time Number of families participating. Classroom teachers

Principal

Summer Learning Academy Number of families participating.

Lack of summer loss or Growth

Schoology Teachers, students and families use Schoology to

communicate.

PTO Events

Notes from Staff Meeting 10.13.16

September 26, 2016 Page 11

 Need more PD on how to use Schoology
Have connect time after concerts
Have families check in with classroom teacher at events
Use PLC times to connect with families

REFLECTION
CHANGE: What changes have you noticed? A willingness to want to do things differently from a majority of staff.

PERSPECTIVE: What are additional comments or suggestions?

Mandatory evenings where staff are required to be at an event and helping out. Comp days earned. Family nights where staff go.

September 26, 2016 Page 12


IB/PYP
PETER HOBART PYP Goals:

Teams will work collaboratively to integrate

culturally responsive practices in units of
inquiry.

REFLECTION
CHANGE: What changes have you noticed? Less pull out time due to subs?

PERSPECTIVE: What are additional comments or suggestions? There is an intention to be culturally relevant and do things differently
than the past. However, time is always a barrier to planning, reflect, and teach because of other initiatives. How do team dynamics
effect student academics (different planning styles, personalities, relationships, time).

September 26, 2016 Page 13


PLC
PETER HOBART PLC Goals:

Teams will work collaboratively.

Teams will use the CCAR Protocol in PLCs.

REFLECTION
CHANGE: What changes have you noticed?
Use the compass in conversations, more ease in isolating race, questioning best practices, PLC meetings more teacher driven,

PERSPECTIVE: What are additional comments or suggestions? Time for teachers to outlining PLC topics, more time to collaborate,

September 26, 2016 Page 14